For readers today, first-person accounts provide one of the most effective means of gaining an intimate glimpse into the everyday lives of those experiencing historical events. Diary entries recorded during the Holocaust not only individualize the process of mass extermination, they also preserve the words of those bearing witness to horrendous crimes. Yet should these written records only be interpreted as works of non-fiction? What literary techniques might have been employed in creating these depictions? Other than the period in which they were written, what characteristics may diaries written during the Holocaust share? In an attempt to address a few issues posed by Holocaust journals and diaries, this paper examines Miksa Fenyő's Holocaust journal, Az elsodort ország ['A Country Adrift'] (1946), written while the author was in hiding from

The aim of this article is to test whether the comparative cultural analysis of a critical text can provide a greater understanding of why Nyugat's editor, Miksa Fenyő, chose impressionistic criticism's highly aesthetic, yet seemingly quixotic approach to promote modern literature in Hungary, as opposed to selecting more conventional means.

The pedagogical practice of acceptance paves the way to integrating those disadvantageous children who can only live their daily lives with support and would experience a learning process full of failures without the proper aid. Societal expectations and social integration can only meet successfully when the spirit of educational institutions and the attitude of teachers demonstrate an accepting attitude. The structure of the institution must furthermore undergo a transformation. When good practices are included in institutional regulatory documents and efforts are made to comply with them, i.e., the institution adapts to the individual needs of the child, then inclusion can be said to occur. Ensuring the conditions necessary for inclusion is a major challenge for the teaching community. Many creative initiatives launched for the purpose of implementing integration demonstrate that the harmonious cooperation of teachers, parents, and children is essential in the process. An example of such an initiative can be found in the second phase of our sensitising series.

-

The subject of multicultural education remains largely unknown in Hungary despite the many, often volatile changes in everyday life that have arisen due to globalization and migration. This paper contends that children can be shown basic concepts related to multiculturalism, acceptance and tolerance within a daycare environment. The purpose of this study is twofold: while one aspect of this discussion explores to what degree Hungarian society is open to multiculturalism, the other examines what multicultural methods, topics or attitudes can be introduced to children attending daycare, a period that spans the ages of twenty weeks to three or four years old in Hungary. It is the authors’ general experience that Hungarian people are fairly open to the idea of multiculturalism, even though educational laws do not mention the importance of teaching multicultural ideas. To support or disprove this impression, a survey was conducted both in English and Hungarian to assess what the general public thinks about the topic of multicultural awareness in daycares. After analysing responses from the survey’s 105 participants, a practical session led by a daycare professional-in- training was then used to test the effectiveness of a playful, multicultural approach to introducing certain topics to three-year-old children.